additional langua ge and lite racy block...task card to continue creating a free choice reading text...

Additional Language and Literacy Block

Language Arts

Grade 4: Module 4: Unit 3

EL Education Curriculum i

Table of Contents

Grade 4: Additional Language and Literacy Block: Module 4

Unit 3 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Sample Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Unit 3, Week 1, Days 1 and 3

Reading and Speaking Fluency/GUM: Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Reading and Speaking Fluency/GUM: Teacher-Guided Student Activity Card ( ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Reading and Speaking Fluency/GUM: Teacher-Guided Student Activity Card ( ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Reading and Speaking Fluency/GUM: Teacher-Guided Student Activity Card (Answers, for Teacher Reference). . . . . . . . . . . . . . . . . . . . . . . . . . . .17Additional Work with Complex Text: Student Task Card . . . . . . . . . . . . . . . . . . . . . . . . . .19Independent Reading: Student Task Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Independent Reading: Free Choice Reading Text Summary Poster . . . . . . . . . . . . . . . . 26

Unit 3, Week 1, Days 2 and 4Additional Work with Complex Text: Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Additional Work with Complex Text: Teacher-Guided Student Activity Card ( ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Additional Work with Complex Text: Language Dive Guide: “Gender equality is a human right” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Additional Work with Complex Text: Language Dive Chunk Chart: “Gender equality is a human right” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Additional Work with Complex Text: Language Dive Sentence Strip Chunks: “Gender equality is a human right” . . . . . . . . . . . . . . . . . . . . . . 36Reading and Speaking Fluency/GUM: Student Task Card . . . . . . . . . . . . . . . . . . . . . . . . 37Reading and Speaking Fluency/GUM: Making Sentences Cards . . . . . . . . . . . . . . . . . . .41Reading and Speaking Fluency/GUM: Frames for Making Sentences . . . . . . . . . . . . . 43

Unit 3, Week 2, Days 1 and 3Writing Practice: Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Writing Practice: Teacher-Guided Student Activity Card ( ) . . . . . . . . . . . . . . . . . . . . 48Writing Practice: Teacher-Guided Student Activity Card ( ) . . . . . . . . . . . . . . . . .51Writing Practice: Invitation to Help Letter Graphic Organizer ( ) . . . . . . . . . . . 54Writing Practice: Invitation to Help Letter Graphic Organizer ( ) . . . . . . . . . . . . . . . 56

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Word Study and Vocabulary: Student Task Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Independent Reading: Student Task Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Independent Reading: Research Reading Text Summary Poster . . . . . . . . . . . . . . . . . . 65Independent Reading: My Summer Reading Wish Note-catcher . . . . . . . . . . . . . . . . . 66

Unit 3, Week 2, Days 2 and 4Word Study and Vocabulary: Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Word Study and Vocabulary: Teacher-Guided Student Activity Card ( ) . . . . . . . . . 70Word Study and Vocabulary: Teacher-Guided Student Activity Card ( ) . . . . . . . 74Word Study and Vocabulary: Teacher-Guided Student Activity Card ( ) . . . . . . . . . 78Word Study and Vocabulary: Teacher-Guided Student Activity Card ( ) (Answers for Teacher Reference) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Word Study and Vocabulary: Teacher-Guided Student Activity Card ( ) (Answers for Teacher Reference) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Writing Practice: Student Task Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

(Each lesson contains the following embedded elements: Daily Learning Target, Teaching Notes, Materials, Whole Class Instruction, and Small Group Instruction)


Grade 4: Module 4

Unit 3

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Additional Language and Literacy BlockU

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The Additional Language and Literacy (ALL) Block is 1 hour of instruction per day. It is designed to work in concert with and in addition to the 1-hour Grades 3–5 ELA “module lessons.” Taken together, these 2 hours of instruction comprehensively address

all the Common Core State Standards for English Language Arts. The ALL Block is divided into five components: Additional Work with Complex Text; Reading and Speaking Fluency/GUM (Grammar, Usage, and Mechanics); Writing Practice; Word Study and Vocabulary; and Independent Reading.

The ALL Block for each unit contains the following:

■■ Unit Overview outlining the instruction and activities that will take place in eachcomponent of the Additional Language and Literacy time in a given unit. It also containssuggested grouping for each component.

■■ Sample Calendar suggesting when to begin an ALL Block unit and when to take flex days to support alignment between the ALL Block and the module lessons.

■■ Teacher and student materials for each component, organized in the order they willbe used, including:

— Teacher Guides: Each guide contains two 20-minute blocks of teacher-guidedinstruction for a component, differentiated for different levels, including English language learners (ELLs).

— Teacher-Guided Student Activity Cards: Students complete these activity cards with teacher support during the 20-minute teacher-guided instruction. Cards are differentiated.

— Student Task Cards: Each task card contains two days of tasks for a component. Students complete these task cards independently. Task cards are not differentiated, to enable students to provide peer support and coaching.

— Additional Printed Materials: These may include game pieces or texts students will need either during teacher-guided instruction or when working independently.

Key for ALL materials (for teacher reference only; students do not need to know what these symbols mean):

= Below grade level

= On grade level

= Above grade level

= English language learners

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EL Education Curriculum 3

Grade 4: Module 4: Unit 3: Overview

ALL 4M4 UNIT 3 OVERVIEW

Reading and Speaking Fluency/GUML.4.1a

• Students review and practice using relative pronouns and relative adverbs.

• ELLs complete the same activities as other students.

• Suggested student grouping for teacher-guided instruction: group 1 , group 2 ,group 3Suggested student grouping for teacher-guided instruction: group 1

(Using professional judgment, form groups based on student needs and logisticalconstraints—e.g., number of students at each level.)

Additional Work with Complex TextRI.4.2, L.4.1a, L.4.1e

• Students practice determining the main idea and identifying supporting details in order tosummarize texts. All students participate in a Language Dive on Day 4.


• Suggested student grouping for teacher-guided instruction: group 1 , group 2 , group 3

(Using professional judgment, form groups based on student needs and logistical constraints—e.g., number of students at each level.)

Independent ReadingRL.4.2, RL.4.10, RI.4.2, RI.4.10, SL.4.1

• Students summarize and reflect on their favorite free choice and research reading textsto complete summary posters. They then participate in a Poster Session to share withtheir classmates and collect ideas for summer reading. Consider extending this activityover some of the flex days at the end of Unit 3. Add to the celebratory feeling by havingrefreshments and/or inviting students to dress as their favorite characters or in theirpajamas. Allow students to read aloud their favorite passages from any text to a smallgroup. Participate by sharing some of your favorite texts as well.


Writing PracticeW.4.2, W.4.4, W.4.5,L.4.2b

• Students write a letter to an adult who will help them complete a successful class projectto address an issue in the community.




Word Study and VocabularyRF.4.3a, L.4.4b, L.4.6

• Students practice creating new words with the suffix -able/-ible and the prefix pre-. They also analyze two academic vocabulary words and their affixes using Vocabulary Trees.

• ELLs complete the same activities as other students with an additional MiniLanguage Dive.



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ALL 4M4 UNIT 3 SAMPLE CALENDAR

Module Lesson and ALL Block Week and Day

Teacher-Guided Component Independent Work Component

Independent Work Component

Lesson 1 FLEX DAYUse this day to meet the needs of your students based on

their ongoing or formal assessments in the module lessons.



Lesson 3

ALL Block:Week 1, Day 1

Reading and Speaking Fluency/GUM

Overview: With teacher guidance, students review and practice using relative pronouns.

Learning Target: I can identify and use relative pronouns in a sentence. (L.4.1a)

ELLs complete the same activities as other students. However, specific ELL instruction is called out within the teaching guide.

Printed Materials:

• Unit 3, Week 1: Reading andSpeaking Fluency/GUM:Teacher Guide

• Unit 3, Week 1: Reading andSpeaking Fluency/GUM:Teacher-Guided StudentActivity Card ( ), ( )

Additional Work with Complex Text

Overview: Students reread their expert group texts from the module lesson. They then determine the main idea, supporting details, and to write a summary.

Learning Target: I can summarize a text. (RI.4.2)

ELLs complete the same activities as other students.

Printed Materials:

• Unit 3, Week 1: AdditionalWork with Complex Text:Student Task Card

Independent Reading

Overview: All students follow a task card to summarize and reflect on their favorite free choice reading text. They begin a Free Choice Reading Text Summary Poster to share with their classmates.

Learning Target: I can summarize my favorite free choice reading text. (RL/RI.4.2, RL/RI.4.10)


Printed Materials:

• Unit 3, Week 1: IndependentReading: Student Task Card

• Free Choice Reading TextSummary Poster

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Grade 4: Module 4: Unit 3: Sample Calendar





Lesson 4



Overview: With teacher guidance, students participate in a group peer critique of a student written summary. They then work as a group to revise the summary



Printed Materials:

• Unit 3, Week 1: AdditionalWork with Complex Text:Teacher Guide

• Unit 3, Week 1: AdditionalWork with Complex Text:Teacher-Guided StudentActivity Card ( )


Overview: Students follow a task card to practice using relative pronouns in a sentence.

Learning Target: I can use relative pronouns correctly in sentences. (L.4.1a)


Printed Materials:

• Unit 3, Week 1: Reading andSpeaking Fluency/GUM:Student Task Card

• Making Sentences cards

• Frames for MakingSentences

Independent Reading

Overview: All students follow a task card to continue creating a Free Choice Reading Text Summary Poster to share with their classmates.

Learning Target: I can summarize my favorite free choice reading text. (RL/RI.4.2, RL/RI.4.10)


Printed Materials:

N/A

Lesson 5



Overview: With teacher guidance, students review and practice using relative adverbs.

Learning Target: I can identify and use relative adverbs in a sentence. (L.4.1a)


Printed Materials:

N/A


Overview: Students choose new texts to read from the module lesson. They then determine the main idea, supporting details, and to write a summary.



Printed Materials:

N/A

Independent Reading

Overview: All students follow a task card to continue creating a Free Choice Reading Text Summary Poster to share with their classmates on Week 1, Day 4 and again on Week 2, Day 4.

Learning Target: I can summarize my favorite free choice reading text. (RL/RI.4.2, RL/R4I.10)


Printed Materials:

N/A

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Lesson 6



Overview: With teacher guidance, all students participate in a Language Dive focused on using the prepositional phrase Regardless of and the relative adverb where.

Learning Targets: I can form and use prepositional phrases. (L.4.1e)

I can use relative adverbs. (L.4.1a)


Printed Materials:

• Language Dive Guide: “Genderequality is a human right”

• Language Dive Chunk Chart:“Gender equality is a humanright”

• Language Dive SentenceStrip Chunks: “Genderequality is a human right”


Overview: Students follow a task card to practice using relative pronouns in a sentence.

Learning Target: I can use relative adverbs correctly in sentences. (L.4.1a)


Printed Materials:

N/A

Independent Reading

Overview: All students follow a task card to share their Free Choice Reading Text Summary Poster with a partner. Students who haven’t yet finished the Free Choice Reading Text Summary Poster get feedback today and can continue to work on it on Week 2, Days 1–3.

Learning Target: I can tell others about my favorite free choice reading text. (RL/RI.4.10, SL.4.1)


Printed Materials:

N/A

Lesson 7


Writing Practice

Overview: With teacher guidance, all students are introduced to the prompt and use a graphic organizer to plan an Invitation to Help Letter.

Learning Target: I can write a letter to explain our class project, its purpose, and to ask for help. (W.4.2, W.4.4, W.4.5)


Printed Materials:

• Unit 3, Week 2: WritingPractice: Teacher Guide

• Unit 3, Week 2: WritingPractice: Teacher-Guided Student Activity Card ( ),(Student Activity Card (Student Activity Card (

)

• Invitation to Help Lettergraphic organizers(graphic organizers

), (graphic organizers

)

Word Study and Vocabulary

Overview: Students practice making new words but adding the prefix pre- and the suffix -able or -ible to words.

Learning Target: I can create new words by adding prefixes and suffixes and discuss their meanings. (L.4.4b)


Printed Materials:

• Unit 3, Week 2: Word Studyand Vocabulary: Student Task Card

Independent Reading

Overview: All students follow a task card to summarize and reflect on their favorite research reading text. They start a Research Reading Text Summary Poster to share with their classmates.

Learning Target: I can summarize my favorite research reading text. (RI.4.2, RI.4.10)


Printed Materials:

• Unit 3, Week 2: IndependentReading: Student Task Card

• Research Reading Text Summary Poster

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Lesson 8



Overview: With teacher guidance, students use a Vocabulary Tree to analyze the meaning of the academic vocabulary word sustainable with a focus on the suffix -able and -ible. Note that if you have students reading below grade level, this would be an appropriate time to substitute EL Education’s K–2 Reading Foundations Skills Block program.

Learning Target: I can use a Vocabulary Tree to analyze the meaning of an academic vocabulary word with the suffix -able and -ible. (RF.4.3a, L.4.4b)

ELLs complete the same activities as other students. However, specific ELL instruction is called out within the teaching guide, including a Mini Language Dive.

Printed Materials:

• Unit 3, Week 2: Word Studyand Vocabulary: Teacher Guide

• Unit 3, Week 2: Word Studyand Vocabulary: Teacher-Guided Student Activity Card( ), (Guided Student Activity Card

), (Guided Student Activity Card

)

Writing Practice

Overview: All students write a letter to an adult who can help them make the class’s project to address an issue in the community a success.



Printed Materials:

• Unit 3, Week 2: WritingPractice: Student Task Card

Independent Reading

Overview: All students follow a task card to summarize and reflect on their favorite research reading text. They continue working on a Research Reading Text Summary Poster.



Printed Materials:

N/A

Lesson 9


Writing Practice

Overview: With teacher guidance, all students review how to correctly write an address and review the first draft of their Invitation to Help Letters.

Learning Target: I can use commas and capital letters in a mailing address. (L.4.2b)


Printed Materials:

N/A


Overview: All students review and practice using the word sustainable.

Learning Target: I can use an academic vocabulary word in context. (L.4.6)


Printed Materials:

N/A

Independent Reading

Overview: All students follow a task card to complete a Research Reading Text Summary Poster to share with their classmates.



Printed Materials:

N/A

Grade 4: Module 4: Unit 3: Sample Calendar

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Lesson 10



Overview: With teacher guidance, students use a Vocabulary Tree to analyze the meaning of the academic vocabulary word precondition with a focus on the prefix pre-. Note that if you have students reading below grade level, this would be an appropriate time to substitute EL Education‘s K–2 Reading Foundations Skills Block program.

Learning Target: I can use a Vocabulary Tree to analyze the meaning of an academic vocabulary word with the prefix pre-. (RF.4.3a, L.4.4b)


Printed Materials:

N/A

Writing Practice

Overview: All students complete the Invitation to Help Letters. Students who completed the letter on Days 2 or 3 write an additional letter to a peer.



Printed Materials:

N/A

Independent Reading

Overview: All students participate in a Poster Session on their classmates’ Research Reading Text Summary Posters and Free Choice Reading Text Summary Posters. They use a note-catcher to gather summer reading options.

Note: Students participate in a Poster Session on Day 4. In advance, post the Free Choice Reading Text Summary Posters and the Research Reading Text Posters for students to view.

Learning Target: I can use my classmates’ recommendations to find summer reading texts.


Printed Materials:

• My Summer Reading Wish Listnote-catcher











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Unit 3, Week 1: Teacher Guide

Daily Learning Targets

Day 1

■■ I can identify and use relative pronouns in a sentence. (L.4.1a)

Day 3

■■ I can identify and use relative adverbs in a sentence. (L.4.1a)

Teaching Notes■■ In this component, students focus on GUM rather than Reading and Speaking Fluency.

On Day 1, students review and practice using relative pronouns. On Day 3, they review andpractice using relative adverbs.

■■ Note: Students participated in two Languages Dives and completed homework activitiesfocused on L.4.1a in Unit 2. Use your observations from Unit 2 to modify this component asneeded.

■■ Differentiation: To provide heavier support, revisit the Language Dives from Unit 2, Lessons 5 and 6, focused on relative adverbs and relative pronouns, respectively. Consider reviewingboth the focus structure practice and the sentence practice for relative pronouns on Day 1,and doing the same for relative adverbs on Day 3, providing students with concrete examples of how each is used in a sentence. To provide less support, consider using these LanguageDive sentences as concrete examples of how relative pronouns and relative adverbs function in a sentence, without completing the Language Dive practices.

■■ In advance: Prepare materials for independent student groups.

Materials

Day 1 and Day 3✓■Unit 3, Week 1: Reading and Speaking Fluency/GUM: Teacher-Guided Student Activity Card

(one per student)✓■Parts of Speech anchor chart (begun in Module 1)✓■Chart paper (optional; one piece; used by the teacher to chart sentences to provide more

support for groups)✓■Unit 3, Week 1: Reading and Speaking Fluency/GUM: Student Task Card (one to display)

Instruction for Day 1■■ Distribute the Unit 3, Week 1: Reading and Speaking Fluency/GUM: Teacher-Guided

Student Activity Cards and review the learning targets.

■■ Direct students’ attention to the Parts of Speech anchor chart and review relative pronounsas needed.


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■■ Invite students to complete step 1. To provide lighter support, invite students to completestep 1 with a partner and then debrief.

: Consider modeling with a think-aloud for the first one. Be sure to ask yourself: “Is this relative pronoun referring to a thing/concept or a person?”

■■ Using a total participation technique, select students to share out their answers to eachquestion. Prompt students to explain their thinking and identify whether the relativepronoun in each sentence is referring to a thing/concept or a person.

Conversation Cue: “Do you agree or disagree with what your classmate said? Why? I’ll give you time to think.” (Responses will vary.)

■■ As time permits, complete the More Challenge. Students can practice saying sentences aloud to a partner or to the whole group.

■■ Collect Teacher-Guided Student Activity Cards to review student responses and determinewhole class teaching points.

■■ Prepare students for Day 2’s independent activity using the Unit 3, Week 1: Reading andSpeaking Fluency/GUM: Student Task Card.

Instruction for Day 3■■ Distribute the Unit 3, Week 1: Reading and Speaking Fluency/GUM: Teacher-Guided

Student Activity Cards and review the learning targets.

■■ Direct students’ attention to the Parts of Speech anchor chart and review relative adverbsas needed.

■■ Invite students to complete step 1. To provide lighter support, invite students to completestep 1 with a partner and then debrief.

: Consider modeling with a think-aloud for the first one. Be sure to ask yourself: “Is this relative adverb referring to a place, a time, or a reason?

■■ Using a total participation technique, select students to share out their answers to eachquestion. Prompt students to explain their thinking and identify whether the relativepronoun in each sentence is referring to a place, a time, or a reason. Note: Explain that whomis used infrequently and in more formal situations.

Conversation Cue: “What, in the sentence, makes you think so?” (Responses will vary.)

■■ As time permits, complete the More Challenge. Students can practice saying sentences aloud to a partner or to the whole group.

■■ Prepare students for the next day’s independent activity using the Unit 3, Week 1: Readingand Speaking Fluency/GUM: Student Task Card.




Unit 3, Week 1: Teacher-Guided Student Activity Card ( )

Name: Date:


Day 1: ■■ I can identify and use relative pronouns in a sentence. (L.4.1a)

Day 3: ■■ I can identify and use relative adverbs in a sentence. (L.4.1a)

Student Materials

Day 1 and Day 3: ✓■ Parts of Speech anchor chart

Directions:

Day 1Your teacher will guide you through the activities on this card.

1. Circle the correct relative pronoun in the sentences below. Draw an arrowfrom the relative pronoun to the noun it refers back to in the sentence.

a. A company ____________ that / who____________ helps out the localschool is very valuable.

b. The teachers and students ____________ which / who ____________worked hard on the service project were pleased.

c. Remind me ____________which / who____________ one of the teams youare on for the class project.

d. I called the reporter at the local paper ____________ who / whose____________ job it is to write about local events.

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e. We sent a letter to the Board of Supervisors, with ____________ whom/which ____________ we met last week, to request additional funds.

MORE CHALLENGE:

Practice using relative pronouns. Say each of these sentences out loud, filling in the blanks.

■■ “I’m looking for ______________ who is ________________.”■■ “I’m looking for a ______________ whose main quality is ______________.”■■ “I’m looking for a _______________ that can give me more information

about ________________.”



Day 3 1. Use a relative adverb (where, when, why) to complete the sentences below.

Draw an arrow from the relative adverb to the noun it refers back to in thesentence.

a. I’m excited for the day ___________________ we start our class project.

b. She made a poster explaining the reason ___________________ we aredoing the class project.

c. The United States is a country ___________________ everyone can vote,regardless of race and sex.

d. He hopes you will bring a friend the day ___________________ you cometo help pick up trash in the park.

e. Have you considered the areas in our community ___________________you might want to hang the posters? We want lots of people to seethem.

MORE CHALLENGE:

Practice using relative adverbs. Say each of these sentences out loud, filling in the blanks.

■■ “I’m looking for ________________ where I can ________________.”

■■ “I’m excited for ________________ when _____________________.”

■■ “Can you tell me why __________________?”

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Name: Date:




Student Materials


Directions:


1. Use a relative pronoun (who, which, that, whom, whose) to complete thesentences below. Draw an arrow from the relative pronoun to the noun itrefers back to in the sentence.

a. A company ____________ helps out the local school is very valuable.

b. The teachers and students ____________ worked hard on the serviceproject were pleased.

c. Remind me ____________ one of the teams you are on for the classproject.

d. I called the reporter at the local paper ____________ job it is to writeabout local events.



e. We sent a letter to the Board of Supervisors, with____________ we met last week, to request additional funds.

f. The student, ____________ passion for helping people wasobvious, was a natural leader.

g. It was my group with ____________ I presented the poster.

MORE CHALLENGE:

Practice using relative pronouns. Say each of these sentences out loud, filling in the blanks.

■■ “I’m looking for _____________ who is _____________.”

■■ “I’m looking for a _____________ whose main quality is_____________.”

■■ “I’m looking for a _____________ that can give me moreinformation about _____________.”

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Day 3 1. Use a relative adverb (where, when, why) to complete the sentences below.

Draw an arrow from the relative adverb to the noun it refers back to in thesentence.

a. I’m excited for the day _____________ we start our class project.

b. She made a poster explaining the reason _____________ we are doingthe class project.

c. The United States is a country _____________ everyone can vote,regardless of race and sex.

d. He hopes you will bring a friend the day _____________ you come tohelp pick up trash in the park.

e. Have you considered the areas in our community _____________ youmight want to hang the posters? We want lots of people to see them.

f. There are many different reasons _____________ people volunteer tohelp.

g. If you want to live in a place _____________ children have access tobooks, support our book drive!

MORE CHALLENGE:

Practice using relative adverbs. Say each of these sentences out loud, filling in the blanks.

■■ “I’m looking for _____________ where I can _____________.”

■■ “I’m excited for _____________ when _____________.”

■■ “Can you tell me why _____________?”

Write a sentence about one of the kids who make a difference. Use a relative adverb or relative pronoun.

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________




Unit 3, Week 1: Teacher-Guided Student Activity Card (Answers, for Teacher Reference)




Student Materials


Directions:

Day 1

1. Use a relative pronoun (who, which, that, whom, whose) to complete thesentences below. Draw an arrow from the relative pronoun to the noun itrefers back to in the sentence.

Note that italicized words below represent the nouns to which the relativepronouns refer.

a. A company ___which______ helps out the local school is very valuable.

b. The teachers and students ___who_____ worked hard on the serviceproject were pleased.

c. Remind me ___which_______ one of the teams you are on for the classproject.

d. I called the reporter at the local paper ___whose_____ job it is to writeabout local events.

e. We sent a letter to the Board of Supervisors, ___whom_____ we metlast week, to request additional funds.

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f. The student, ___whose___ passion for helping people was obvious,was a natural leader.

g. It was my group with __whom_____ I presented the poster.

Day 31. Use a relative adverb (where, when, why) to complete the sentences below.

Draw an arrow from the relative adverb to the noun it refers back to in thesentence.Note that italicized words below represent the nouns to which the relativepronouns refer.

a. I’m excited for the day ____when______ we start our class project.

b. She made a poster explaining the reason _______why_________ we aredoing the class project.

c. The United States is a country ____where____________ everyone canvote, regardless of race and sex.

d. He hopes you will bring a friend the day ____when_______ you come tohelp pick up trash in the park.

e. Have you considered the areas in our community ____where______ youmight want to hang the posters? We want lots of people to see them.

f. There are many different reasons ______why___________ people volun-teer to help.

g. If you want to live in a place _____where_________ children have accessto books, support our book drive!

MORE CHALLENGE: Responses will vary.




Unit 3, Week 1: Student Task Card

Name: Date:


Days 1 and 3:■■ I can summarize a text. (RI.4.2)

Student Materials

Days 1 and 3: ✓■ Devices to read expert group texts (one per student or one per pair; texts read on devices in

Lesson 2 of the module lessons)

Directions:

Day 1Follow the ALL Independent Group Work protocol to complete the task.

1. Pair up with someone reading the same expert group text as you. On yourdevice, using the ‘Kids Making a Difference Links,’ reread your expert grouptext aloud together.

2. With your partner find the main idea and two supporting details. Remember:■■ Texts can have more than one main idea.■■ Supporting details are the explicit information from the text that

supports our thinking about the main idea.■■ Many times, but not always, the first sentence of a paragraph states

the main idea of the paragraph. This is often referred to as the topicsentence.

■■ The heading and topic sentences of each paragraph can be used asclues to determine the main idea.

■■ As you read, think about what the text is about and gather details toconfirm this original thinking about what the text is about or moreprecisely focus this thinking.

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What is the main idea of the text? What point does the author want you to take away?

Supporting Detail: Supporting Detail:

3. With your partner, summarize the text. Say it first, then write it. Remembercriteria for an effective summary:

■■ Short—only a few sentences long■■ Provides a brief outline, like oral paraphrasing in writing■■ Introduces the text by stating the title, pages, and author■■ Clearly explains the author’s main idea■■ Includes the most important details from the text to explain the

author’s thinking

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________



Day 3 Follow the ALL Independent Group Work protocol to complete the task.

1. Pair up with someone reading the same expert group text as you. Onyour device, using the ‘Kids Making a Difference Links,’ choose and read adifferent text (NOT your expert text) aloud together.

2. With your partner find the main idea and two supporting details. Remember:■■ Texts can have more than one main idea.■■ Supporting details are the explicit information from the text that

supports our thinking about the main idea.■■ Many times, but not always, the first sentence of a paragraph states

the main idea of the paragraph. This is often referred to as the topicsentence.

■■ The heading and topic sentences of each paragraph can be used asclues to determine the main idea.

■■ As you read, think about what the text is about and gather details toconfirm this original thinking about what the text is about or moreprecisely focus this thinking.

What is the main idea of the text? What point does the author want you to take away?

Supporting Detail: Supporting Detail:

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3. With your partner, summarize the text. Say it first, then write it. Remembercriteria for an effective summary:

■■ Short—only a few sentences long■■ Provides a brief outline, like oral paraphrasing in writing■■ Introduces the text by stating the title, pages, and author■■ Clearly explains the author’s main idea■■ Includes the most important details from the text to explain the

author’s thinking

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________



Independent Reading


Name: Date:


Days 1–3:■■ I can summarize my favorite free choice reading text. (RL.4.2/RI.4.2, RL.4.10/RI.4.10)

Day 4:■■ I can tell others about my favorite free choice reading text. (RL.4.10/RI.4.10, SL.4.1)

Student Materials

Day 1:✓■ Independent reading journal✓■ Free choice reading text✓■ Free Choice Reading Text Summary Poster

Days 2–4: ✓■ Free choice reading text✓■ Free Choice Reading Text Summary Poster (begun on Day 1)

Directions:

Day 1Follow the ALL Independent Group Work protocol to allocate a facilitator and timekeeper.

This week, we will celebrate your independent reading!

1. Pick your favorite free choice reading text. Use your independent readingjournal if needed.

2. Move to sit with a partner:■■ Preview the Free Choice Reading Text Summary Poster. Take turns

reading each box.■■ In the personal reflection box, you will answer one of these questions:

What did you like most about this text?Why would you recommend this text to a friend?

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■■ Discuss the tasks in each box. Use these sentence frames to help you:“The best part of my text was ________, so I’ll draw ________.”“My text deserves ________ stars because ________.”“My text was mostly about ________.”“I liked ________ about my text. For example, ________.”“I would recommend this text because ________.”

3. Begin filling in the Free Choice Reading Text Summary Poster on your own.

Day 2 and Day 3Follow the ALL Independent Group Work protocol to allocate a facilitator and timekeeper.

1. Use the Paragraph Talk Through to discuss what you will write today for5 minutes.

Conversation prompt Sentence framesI will summarize my text in two or three sentences. I will write something like …

“The text was mostly about _________.”

“This is the story of _________.”

“First, _________. Next, _________. Then, _________. Last, _________.”

Then I will answer one of the personal reflection questions. I will answer the question by writing something like this …

“I liked _________ the most about my text because _________. For example, _________.”

“I would recommend this text because _________. For instance, _________.”

2. Continue working on your Free Choice Reading Text Summary Poster.

MORE CHALLENGE:

If you finish your Free Choice Reading Text Summary Poster, choose a favorite passage from the text. Practice by whisper reading it. You can share it with a partner on Day 4.



Day 4 Follow the ALL Independent Group Work protocol to allocate a facilitator and timekeeper.

1. Move to sit with a partner and label yourselves A and B.

■■ Partner A shares his or her Free Choice Reading Text Summary Poster,while pointing to his or her poster.

■■ Partner B listens and gives one step and one star.■■ Switch roles and repeat this process.

2. Revise or finish your Free Choice Reading Text Summary Poster.

MORE CHALLENGE:

Once you and your partner have finished your posters, take turns reading aloud your favorite parts of your texts.

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Independent Reading

Unit 3, Week 1, Day 1: Free Choice Reading Text Summary Poster

My Favorite Free Choice Reading TextName:Title of the text Author How many stars would you

give this text?

Draw a picture of one of the best parts of the text:

A brief summary of the text: Personal reflection:






Day 2

■■ I can summarize a text. (RI.4.2)

Day 4

■■ I can form and use prepositional phrases. (L.4.1e)

■■ I can use relative adverbs. (L.4.1a)

Teaching Notes■■ On Day 2, students participate in a small group critique of a student summary. Consider

seeking volunteers in each group in advance who are willing to share their summary fora small group peer critique. Students should have the option to remain anonymous ifthey wish.

■■ On Day 4, students complete a Language Dive using a statement linked to the content of TheHope Chest. The sentence is taken from Youth Service America’s “Youth Guide to the GlobalGoals,” which can be accessed by creating a free account at this site: https://ysa.csod.com.Students work with the prepositional phrase Regardless of, as well as the relative adverbwhere (L.4.1e and L.4.1a). Students then practice using the prepositional phrase Regardlessof in Unit 3, Week 2: Writing Practice when they list key points about the issues they areaddressing in their letters. The sentence for today’s Language Dive was also chosen becauseit connects to the big idea by providing a specific example of how we can encourage peopleto contribute to a better world by raising awareness and understanding (see rationale inLanguage Dive Guide).

■■ Differentiation: For Day 2, consider creating handouts of the Criteria for an EffectiveSummary anchor chart for , and consider pairing ELLs in home language groups. Some students may need to use this time to complete their summaries from Day 1. For Day 4, refer to the Language Dive Guide for differentiation. Not all students will complete the activity card.

■■ In advance:

— Preview the Language Dive Guide and consider how to invite conversation amongstudents to address the questions and goals suggested under each sentence strip chunk. Select from the questions and goals provided to best meet your students’ needs.

— Prepare materials for independent student groups.

Materials

Day 2✓■Unit 3, Week 1: Additional Work with Complex Text: Teacher-Guided Student Activity Card

(one per student)✓■Unit 3, Week 1: Additional Work with Complex Text: Student Task Card (one per student and

one to display)

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✓■Peer Critique anchor chart (begun in Module 1)✓■Criteria for an Effective Summary anchor chart (begun in Module 1)✓■Chart paper (optional; one piece; used by the teacher to model “looks like, sounds like” exercise)

Day 4 ✓■Unit 3, Week 1: Additional Work with Complex Text: Teacher-Guided Student Activity Card

(one per student)✓■Language Dive Guide: “Gender equality is a human right” (for teacher reference)✓■Language Dive Chunk Chart: “Gender equality is a human right” (for teacher reference)✓■Language Dive Sentence Strip Chunks: “Gender equality is a human right” (one to display)

Instruction for Day 2■■ Distribute the Unit 3, Week 1: Additional Work with Complex Text: Teacher-Guided

Student Activity Cards. Display and discuss learning targets.

■■ Invite students to retrieve their Unit 3, Week 1: Additional Work with Complex Text:Student Task Card and to reread what they wrote first to themselves, and then to an elbowpartner. While students are engaged in this activity, respond to any concerns that may havearisen in groups working independently on other components.

■■ Remind students that in Additional Work with Complex Text on Day 1, they reread theirexpert text and determined the main idea, supporting details, and summarized the text.Invite volunteers to read aloud their summaries for the group.

■■ Tell students that in this session they are going to begin by offering feedback to someone onthe summary they wrote on Day 1. Remind students of the Peer Critique anchor chart andbriefly review what an effective peer critique looks and sounds like.

■■ Invite a volunteer (consider identifying volunteers in advance) to put forth his/her summary for a group critique. This could also be done anonymously with the student identifying as avolunteer in advance.

■■ Direct students to the Criteria for an Effective Summary anchor chart and invite students to popcorn out the criteria for the whole group.

■■ Read and display the volunteered summary aloud for the whole group. As students listeninvite them to consider which of the criteria on the effective summary anchor chart they can see evidence of in the summary.

: Consider providing students with handouts of the Criteria for an Effective Summary anchor chart to highlight the criteria as they listen.

■■ Invite students to turn to an elbow partner to share the criteria they saw evidence of.

■■ Cold call students to share what their partner told them with the group.

Conversation Cue: “Do you agree or disagree with what your classmate said? Why?” (Responses will vary.)

■■ Tell students that you are going to read the summary aloud again, and this time they aregoing to listen for any criteria they feel the writer could improve upon.

: Invite students who highlighted on handouts to highlight in a different color.



■■ Remind students again of the Peer Critique anchor chart and invite students to turn to anelbow partner to share the criteria they feel could be improved upon and how.

■■ Cold call students to share what their partner told them with the group.

Conversation Cue: “Do you agree or disagree with what your classmate said? Why?” (Responses will vary.)

■■ Invite students to help you rewrite the summary on the board or on chart paper. Take theoriginal summary sentence by sentence, and determine whether it should remain the same,or whether something should be added or revised.

: Volunteers can come to the front and scribe for the group.

■■ Review the criteria, one by one, on the Criteria for an Effective Summary anchor chart andinvite students to place check marks on the rewritten summary where they see evidence ofthat criteria.

■■ If the student volunteer chose to be named, celebrate their original work and remind thegroup that we can always improve even the best work with the help and ideas of others.

■■ Prepare students for the next day’s independent activity: Display and walk through Day 3 on the Unit 3, Week 1: Additional Work with Complex Text: Student Task Card.

Instruction for Day 4■■ Distribute the Unit 3, Week 1: Additional Work with Complex Text: Teacher-Guided

Student Activity Cards. Display and discuss learning targets.

■■ Remind students that in The Hope Chest, one of the inequalities the characters were fighting against was the inequality of women not being allowed to vote. Read the sentence on thetop of the activity card. Tell students that analyzing this sentence will help them learn moreabout how sentences are put together, and students will learn different phrases they can usein their own writing and when they speak about the issues addressed in the module lessons.

■■ Instruct students to work with a partner on step 1 of the activity card. While students areengaged in this activity, respond to any concerns that may have arisen in groups workingindependently on other components.

■■ Use the Language Dive Guide: “Gender equality is a human right,” Language DiveChunk Chart: “Gender equality is a human right,” and the Language Dive SentenceStrip Chunks: “Gender equality is a human right” to guide students through a LanguageDive. Use the student questions generated in step 1 to drive instruction.

■■ Collect Teacher-Guided Student Activity Cards to review student responses.

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Name: Date:


Day 2:■■ I can summarize a text. (RI.4.2)

Day 4:■■ I can form and use prepositional phrases. (L.4.1e)■■ I can use relative adverbs. (L.4.1a)

Student Materials

Day 2:✓■ Unit 3, Week 1: Additional Work with Complex Text: Student Task Card

Day 4:✓■ None

Directions:

Day 2 Your teacher will guide you through the activities on this card.

1. Reread the summary on your Unit 3, Week 1: Additional Work with ComplexText: Student Task Card.

2. Follow the directions of your teacher to peer critique a summary.

Day 4 Regardless of where you live, gender equality is a human right.

1. With a partner:a. Take turns reading the sentence aloud.b. Discuss the gist of the sentence.



c. Write two questions you have about the sentence. Your questionscould be about words you would like to know more about or phrasesthat you are wondering about.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. List examples of things you have the right to do, just as others of theopposite gender do.I am a _________________________, and I have the right to __________________

__________________________________________________________________________,

just like _________________________.

_________________________ have the right to _______________________________

__________________________________________________________________________,

just like _________________________.

3. Regardless of where you live, _____________________________________________

__________________________________________________________________________________________________________.

Sketch your sentence below:

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4. Regardless of where you live, _____________________________ is a human right.

Sketch your sentence below:




Unit 3, Week 1, Day 4: Language Dive Guide: “Gender equality is a human right”

Notes Refer to the Language Dive in Module 3, Unit 1, Lesson 5, for detailed notes on how the Language Dive format has changed starting in Module 3.

Sentence “Regardless of where you live, gender equality is a human right.

Rationale This sentence is compelling because it uses the prepositional phrase Regardless of to address L.4.1e, and the relative adverb where to help address L.4.1a. This sentence connects to the guiding question by providing a specific example of how we can encourage people to contribute to a better world by raising awareness and understanding of an issue linked to the novel The Hope Chest. Invite students to discuss each chunk briefly, but encourage extended conversation and practice with the focus structure Regardless of where you live. Note that the chunks are presented out of order to provide context for the focus structure, allowing for better understanding and discussion. After discussing this structure, students practice it to describe something in their lives. Students apply their understanding of the meaning and structure of this sentence when writing key points about the issues they are addressing in their letters during day 3 of Writing in the ALL Block of this unit.

Time 15 minutes.Throughout the Language Dive

Follow the same routines found in Module 3, Unit 1, Lesson 5.

Deconstruct Refer to the chunk chart for language goals; display the sentence strip chunks; display and distribute the Teacher-Guided Student Activity Card. Follow the same routine found in Module 3, Unit 1, Lesson 5, to assist students in deconstructing, reconstructing, and practicing the chosen sentence.

Practice (Focus Structure)

Reconstruct

Practice (Sentence)

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Unit 3, Week 1, Day 4: Language Dive Chunk Chart: “Gender equality is a human right”

gender equality is a human right.Deconstruct: Language Goals

■ gender equality: “What is this sentence about?” gender equality,meaning that boys and girls, and men and women, have the samerights and opportunities. (noun phrase)

■ “What does this chunk tell us?” This chunk expresses the beliefthat gender quality is an entitlement or privilege belonging toevery single person, everywhere. Everyone is entitled to thesame rights and opportunities, no matter what gender they are.(adverb)

■ Students can take 30 seconds in pairs to list examples of thingsthey have the right to do, just like people of their oppositegender do. (Example: I am a girl, and I have the right to pursuemy dream of being an engineer, just like boys.) Then they canswitch partners and list examples of things that people who areof the opposite gender have the right to do, just like they do.(Example: Boys have the right to pursue careers as teachers, justlike girls do.)

✎

Step # 2

Regardless of where you live, Deconstruct: Language Goals

■ you: “Who is this chunk about?” This chunk is about you in ageneral sense, used to refer to any and all people. (pronoun)

■ Regardless of: “Can you figure out why the author wroteRegardless of?” Regardless of means to not be affected bysomething. Note that Regardless of could be replaced with Despiteor It doesn’t matter without changing the meaning. Students canthink of other ways to say Regardless of in their own words.

■ where: Note that where is a relative adverb, which studentslearned about in Unit 2 of this module. Remind students thatwhere refers to a place and that, in this chunk, where could bereplaced with the place in which without changing the meaning.(relative adverb)

■ “What does this chunk tell us?” This chunk introduces thesubsequent chunk and tells us that no matter where you live, theinformation in the subsequent chunk will be true.

■ Place this chunk in front of the previous chunk and invitestudents to chorally read them in their original order.



Practice (Focus structure)

■ “Regardless of where you live, ___________________.”(Regardless of where you live, you should have access to a goodeducation.)

✎

Step # 3— To provide lighter support: “What if we replace Regardless of

with Because of ?” How would this change the meaning of the sentence?”

— To provide heavier support: Invite students to discuss the meaning of the sentence in home language groups.

Regardless of where you live, gender equality is a human right.Reconstruct ■ “How can you say this sentence in your own words?” No matter

where you live, all males and females are entitled to the samerights and opportunities.

■ “How does this Language Dive add to your understanding ofthe big idea that we can encourage others to contribute to abetter world by raising awareness, offering ideas, and providingopportunities to help?” It connects to the big idea by raisingawareness that people have the right to be treated equally, nomatter what gender they are.

Practice (Sentence)

■ “Regardless of where you live, ____________ is a human right.”(Example: Regardless of where you live, education is a humanright.)

✎

Step # 4— To provide lighter support: “Can we say this sentence in a

different order? How?” — To provide heavier support: Provide a word/phrase bank for

students to use when completing the sentence frame. ■ Language Chunk Wall suggestions:

— Language to talk about a condition: Regardless of where youlive,

— Language to make references: Regardless of where you live,— Nouns and noun phrases and clauses (people, places, things,

ideas): gender equality is a human right.

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Unit 3, Week 1, Day 4: Language Dive Sentence Strip Chunks: “Gender equality is a human right”

Regardless of where you live,

gender equality is a human right.





Name: Date:


Day 2:■■ I can use relative pronouns correctly in sentences. (L.4.1a)

Day 4: ■■ I can use relative adverbs correctly in sentences. (L.4.1a)

Student Materials

Day 2 and Day 4:✓■ Making Sentences cards (one per triad)✓■ Scissors (one pair per student)✓■ Frames for Making Sentences (one per triad)

Directions:


1. Move into groups of three. Label yourselves A, B, and C.

2. Whisper read the definition of relative pronoun to yourself.

relative pronoun a pronoun that refers to a noun previously named and introduces a clause that gives more information about that noun

who, that, which, whose, whom

People Things/Conceptswho, that, whom, whose that, which, whose

3. Cut up the Making Sentences cards.

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4. Place the Making Sentences cards on the Frames for Making Sentenceshandout to make sentences.

■■ Start with Frame 1. — Partners A and B each choose a card to place in the shaded boxes

on the Frames for Making Sentences handout. — Partner C reads the sentence aloud and fills in the blank spaces

around the word because in the frame. — Partners A, B, and C discuss whether or not the sentence is written

correctly. If needed, change the cards.■■ “I think that the sentence is written correctly because __________.”■■ “I do not think that the sentence is written correctly because

________________.” — Partners A and B each read the sentence aloud and fill in the blank

spaces around the word because on the frame in a different way. — Repeat with different cards from partners A and B.

■■ Move on to Frame 2. — Partners A and C each place a card in the shaded spaces in the

sentence frame. — Partner B reads the sentence aloud and fills in the blanks around

the word because on the frame. — Partners A, B, and C discuss whether or not the sentence is written

correctly. — Partners A and B each read the sentence aloud and fill in the blanks

around the word because on the frame in a different way. — Repeat with different cards from partners A and C.

5. Write one of the sentences your group made today.

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

■■ Underline the relative pronoun in your sentence and draw an arrowfrom the relative pronoun to the noun that it tells more about.



MORE CHALLENGE:

Draw what your sentence describes.


1. Move into groups of three. Label yourselves A, B, and C.

2. Whisper read the definition of relative adverbs to yourself.

relative adverb

introduces a group of words that tells more about a noun; gives additional information about place, time and reason

where, when, why

3. Cut up the Making Sentences cards.

4. Place the Making Sentences cards on the Frames for Making Sentenceshandout to make sentences.

■■ Start with Frame 1. — Partner A places a card in the shaded spaces in the sentence frame. — Partner A reads the sentence aloud and fills in a word in the blank

space on the frame. — Partners A, B, and C discuss whether or not the sentence is written

correctly.■■ “I think that the sentence is written correctly because …”■■ “I do not think that the sentence is written correctly because …”

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— Partners B and C each read the sentence aloud and fill in a word in the blank space on the frame in a different way.

— Repeat with different cards from partner A.

Move on to Frame 2. — Repeat the same process as above, but partner B places a card in

the frame and reads the sentence aloud first.

Move on to Frame 3. — Repeat the same process as above, but partner C places a card in

the frame and reads the sentence aloud first.

5. Write one of the sentences your group made today.

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

■■ Underline the relative adverb in your sentence and draw an arrow fromthe relative adverb to the noun that it tells more about.

MORE CHALLENGE:

Draw what your sentence describes.




Unit 3, Week 1: Making Sentences Cards

Directions: You will use these cards on Day 2 and Day 4. Cut up the day’s set of cards below.

Partner A—cuts up and holds Cards #1 Partner B—cuts up and holds Cards #2Partner C—cuts up and holds Cards #3

Day 2

CARDS #1Relative

pronouns

CARDS #2Phrases that signal people

CARDS #3Phrases

that signal concepts or

thingswho I’m looking

for a personthe movie

that the young lady

a book

which my cousin my favorite game

whose the teacher the pizza

MORE CHALLENGE:

to whom I can

send_______

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Day 4

CARDS #1Phrases that

describe a time

CARD #2Phrase that describe a

place

CARDS #3Phrases

that describe a

reasonrecess time I can buy ice

creamyou like going

outside

the time school ends

the movie is playing

you are a good dancer

a sunny day my friend plays soccer

you came to school

late

the moment I have finished my homework

I lost my favorite pencil

you called your mom




Unit 3, Week 1: Frames for Making Sentences

Directions: You will use these frames on Day 2 and Day 4.Place the Making Sentences cards in the frames below. Then read the sentence aloud, filling in the blanks.

Frames for Day 2

Frame 1I am looking for

INSERT A PHRASE THAT SIGNALS A PERSON.

INSERT A RELATIVE PRONOUN USED FOR PEOPLE.

______because____.

Frame 2I am looking for

INSERT A PHRASE THAT SIGNALS A THINGS OR CONCEPT

INSERT A RELATIVE PRONOUN USED FOR THINGS OF CONCEPTS

______because____.

Frames for Day 4

Frame 1 I am looking for the __(noun)__ where

INSERTPHRASES THAT SIGNAL A PLACE

Frame 2 I am looking forward to

INSERT PHRASE THAT SIGNALS TIME

when I will be able to _____.

Frame 3 The reason why

INSERTPHRASE THAT SIGNALS REASON

is because _____.

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Writing Practice



Day 1:

■■ I can write a letter to explain our class project, its purpose, and to ask for help. (W.4.2, W.4.4, W.4.5)

Day 3:

■■ I can use commas and capital letters in a mailing address. (L.4.2b)

Teaching Notes■■ In this component, students write a letter to an adult whose help they need to successfully

complete the class project. In the letter, they provide a brief description of the project andthe issue it helps address. This task gives students an opportunity to practice their learningabout the prepositional phrase Regardless of and the relative adverb where from the Language Dive from Unit 3, Week 1: Additional Work with Complex Text.

■■ On Day 1, students are introduced to the prompt and brainstorm adults whose help theyneed. On Day 3, students continue writing or revising their letters to include an address andmore thoroughly answer the prompt.

■■ Note: This lesson assumes that students have completed module Lesson 6.

■■ Differentiation: Preview the writing prompt for this component. The graphic organizer forthe group allocates more space to add sample language that students brainstorm and thenmay use. To provide more challenge for the group, invite students to write two letters—one to an adult and one to a peer—that require them to adapt their writing for different audiences.

■■ In advance:

— Consider writing a model letter for students to refer to. Base the letter on volunteerexperience you’ve had in the past or help you would like in the classroom. Annotate the parts of the letter in the margin, including your opening, the sentence where you explain your reason for writing, the explanation of the issue or purpose of the project, the summary of the project, the specific help you are asking for, the closing, and the polite terms you used. Do not write a model on the specific class project for this component.

— Prepare materials for independent student groups.

Materials

Day 1✓■How Can We Make a Difference?: Action Plan anchor chart (begun in module Lesson 5)✓■Unit 3, Week 2: Writing Practice: Teacher-Guided Student Activity Card (one per student)✓■Chart paper (one piece; used by the teacher to brainstorm a list of adults)



✓■Invitation to Help Letter graphic organizer (one per student)✓■Unit 3, Week 2: Writing Practice: Student Task Card (one for display)✓■Model Invitation to Help Letter (optional; one to display; see Teaching Notes)

Day 3✓■Unit 3, Week 2: Writing Practice: Teacher-Guided Student Activity Card (one per student)✓■Invitation to Help Letter (completed on Week 2, Day 2; one per student)✓■Chart paper (one piece; used by the teacher to publicly display answers for group)✓■Envelope (one per student and one for teacher modeling)✓■Unit 3, Week 2: Writing Practice: Student Task Card (one for display)

Instruction for Day 1■■ Direct students’ attention to How Can We Make a Difference?: Action Plan anchor chart

and review as needed.

■■ Distribute the Unit 3, Week 2: Writing Practice: Teacher-Guided Student ActivityCards and review the learning targets and read aloud the writing prompt for the week. Tellstudents this writing assignment will help them make the class’s project to address an issuein our community a success.

: Review the meaning of the words specific and polite. Note that in many cultures, speaking in a direct way to an adult is considered a sign of disrespect. Explain that in English we use polite terms such as please, could you, and we would appreciate it if, but we ask for what we want specifically and directly. Consider asking a student to loan you her pencil in three different ways (one impolitely, one non-specifically, and one politely and specifically) and asking other students to identify which way was specific and polite.

■■ On chart paper, briefly brainstorm with students a list of adults to whom they might sendtheir letter. Ask students from each team to list some adults. (Students may refer to How Can We Make a Difference?: Team Project Plan from module Lesson 6 if needed.)

Community Involvement team: “Who were the community partners you identified?”

Advertising team: “Who can help you get the word out about your project?”

Gather Resources team: “Who can help you get the supplies you need?”

Organize Logistics team: “Who can help you make sure your project is running smoothly?”

■■ Instruct students to complete step 1 on their Student Activity Cards with a partner. Remindthem that they may write a letter to any adult, not just an adult that their team identified.While they are engaged in this activity, respond to any concerns that may have arisen ingroups working independently on other components.

■■ Invite volunteers to share answers for step 1.

Conversation Cue: “Can anyone add on to what your classmate just said?” (Responses will vary, but students should note some specific ways adults can help.)

■■ Distribute the Invitation to Help Letter graphic organizer and invite students to complete step 2 individually.

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: Invite students to discuss with a partner some words or phrases that may help them explain the project and its purpose, and to ask for help in a specific, polite way (e.g., “Did you know?”; “We would appreciate your help. Could you ____________?”).

: Talk students through the graphic organizer and brainstorm words or phrases that can be used in each section. Add student examples to the examples already listed on the graphic organizer.

■■ Invite students to discuss step 3 with a partner. As time permits, invite pairs to share out. Toprovide more support, capture an exemplar summary of the project and post for students touse during Day 2.

■■ Remind students that they will be sending these letters and that they will need to bring in an address for Day 3. (Note: If students are unable to bring in an address, consider having themwrite a letter to an adult in the school building—e.g., a former teacher.)

■■ Collect the Teacher-Guided Student Activity Cards.

■■ Tell students that tomorrow they will finish their Invitation to Help Letter graphicorganizer (if needed) and write their letters. Give students specific, positive feedback ontheir prewriting thinking. Display and walk through the Unit 3, Week 2: Writing Practice:Student Task Card. Remind students to format the letter correctly. If needed, post theModel Invitation to Help Letter for students to refer to throughout the week.

Instruction for Day 3■■ Distribute the Unit 3, Week 2: Writing Practice: Teacher-Guided Student Activity Cards

and review learning targets.

■■ Instruct students to retrieve their Invitation to Help Letters from Day 2 and completesteps 1–2 on the activity card. While they are engaged in this activity, respond to any concerns that may have arisen in groups working independently on other components.

■■ Invite student volunteers to share their answers for steps 1–2.

Conversation Cue: “Does anyone agree or disagree with what your classmate just said? Why?” (Responses will vary.)

: Chart student answers on chart paper as they are shared so formatting is visible. Additionally, consider modeling and thinking aloud correcting the first incorrect address in step 1. However, do so only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support.

■■ Model how to write a mailing address on an envelope.

■■ Distribute envelopes and invite students to complete step 3. If useful, invite students to dothis in pairs. Students can work together on the first address and then work together toaddress the second envelope.

■■ Post the school address and invite all students to write the school address as the returnaddress. For more challenge, students may also choose to write their own mailing address as the return address.

■■ Invite students to complete step 4. If needed, review the format of a letter, including theclosing.

: Invite students to read a partner’s letter and answer questions for their partner. Then debrief components as necessary. As time permits, invite students to explain one component that their partner’s paper does well.



: As time permits, briefly walk through a student exemplar to illustrate how to format properly; give a reason for writing; explain the issue succinctly; summarize the project briefly; and include a specific invitation to help, as well as a correct closing. Consider using multiple exemplars to illustrate different components, annotating the components that are focused on in the margin of the letter.

■■ Collect Teacher-Guided Student Activity Cards and envelopes.

■■ Tell students that tomorrow they will have a chance to finish their letters. If needed, theyshould revise them to make sure they include all the parts listed in step 4. Walk throughDay 4 on the Unit 3, Week 2: Writing Practice: Student Task Card. Tell students in the

group and any other students who have already completed a satisfactory letter to write anew letter to a peer instead of an adult.

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Writing Practice


Name: Date:


Day 1:■■ I can write a letter to explain our class project, its purpose, and to ask for help. (W.4.2, W.4.4, W.4.5)

Day 3:■■ I can use commas and capital letters in a mailing address. (L.4.2b)

Student Materials

Day 1:✓■ How Can We Make a Difference?: Action Plan anchor chart✓■ Invitation to Help Letter graphic organizer

Day 3:✓■ Invitation to Help Letter✓■ Envelope

Directions:


Writing Prompt:A successful class project will require the help of many people. Write a letter to an adult whose help we will need to complete our class project. Be sure to briefly explain the issue we are trying to address, summarize what we will do in the project, and ask for their help in a specific and polite way.

1. With a partner, reread the How Can We Make a Difference?: Action Plananchor chart. Brainstorm at least three adults who could help make our classproject a success. Write them on the chart.



Name or role of person What specific things can this person do to help?My mom Give me a ride to hang up posters.

Help me find old books to donate at my house and my cousin’s house.

2. Complete the Invitation to Help Letter graphic organizer.

3. Discuss with a partner: Take turns summarizing our class project in one ortwo sentences.

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Day 31. Correct the addresses below.

Incorrect address Correct addressAlicia Rodriguez, 75 cowboy lane, twin falls ID 83301

Deon Masotti, 711 claymaker street, canonsburg, pa, 15241

2. Exchange your Invitation to Help Letter with a partner. Check the addressat the top of your partner’s page.

Is it written correctly? Yes/No

3. Address the envelope to send your letter tomorrow.

4. Reread your letter and answer the questions below.

Did you format your letter correctly? Yes/Not yetDid you explain the reason you are writing the letter? Yes/Not yetDid you briefly summarize the issue? Yes/Not yetDid you explain what specific help you would like? Yes/Not yetWere you polite? Yes/Not yetDid you close your letter? Yes/Not yet

5. Continue writing your letter.



Writing Practice


Name: Date:


Day 1:■■ I can write a letter to explain our class project, its purpose, and to ask for help. (W.4.2, W.4.4,

W.4.5)

Day 3:■■ I can use commas and capital letters in a mailing address. (L.4.2b)

Student Materials

Day 1:✓■ How Can We Make a Difference?: Action Plan anchor chart✓■ Invitation to Help Letter graphic organizer

Day 3:✓■ Invitation to Help Letter✓■ Envelope

Directions:


Writing Prompt:A successful class project will require the help of many people. Write a letter to an adult whose help we will need to complete our class project. Be sure to briefly explain the issue we are trying to address, summarize what we will do in the project, and ask for their help in a specific and polite way.

1. With a partner, reread the How Can We Make a Difference?: Action Plananchor chart. Brainstorm at least three adults who could help make ourclass project a success. Write them on the chart.

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Name or role of person What specific things can this person do to help?My mom Give me a ride to hang up posters.

Help me find old books to donate at my house and my cousin’s house.

2. Complete the Invitation to Help Letter graphic organizer.

3. Discuss with a partner: Take turns summarizing our class project in one ortwo sentences.

■■ “Our class plans to _________________.”■■ “We are going to take action by ___________________.”



Day 31. Correct the addresses below.

Incorrect address Correct addressAlicia Rodriguez, 75 cowboy lane, twin falls ID 83301

Deon Masotti, 711 claymaker street, canonsburg, pa, 15241

Write a letter to Mrs. Red Riding Hood. She lives in Fairy Tale City on Forrest lane. The house number is 32. The state is MI. The zip code is11223.

2. Exchange your Invitation to Help Letter with a partner. Check the addressat the top of your partner’s page.

Is it written correctly? Yes/No

3. Address the envelope to send your letter tomorrow.

4. Reread your letter and answer the questions below. (MORE CHALLENGE:

Exchange with a partner.)

Did you format your letter correctly? Yes/Not yetDid you explain the reason you are writing the letter? Yes/Not yetDid you briefly summarize the issue? Yes/Not yetDid you explain what specific help you would like? Yes/Not yetWere you polite? Yes/Not yetDid you close your letter? Yes/Not yet

5. Continue writing your letter.

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Writing Practice

Unit 3, Week 2, Day 1: Invitation to Help Letter Graphic Organizer ( )

W.4.2

Name: Date:

Name and Address of Sender: (The school address or your home address)

Dear ______________________ (Name of person),

Reason for writing the letter:

Key points about issue we are trying to address:

1.

2.

Words or phrases I could use:



Project summarized: Words or phrases I could use:

Ways the reader can help make the project a success:

1.

2.

Words or phrases I could use:

Sign-off:

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Writing Practice

Unit 3, Week 2, Day 1: Invitation to Help Letter Graphic Organizer ( )

W.4.2

Name: Date:

Name and Address of Sender: (The school address or your home address)

Word Bank:

Dear ______________________ (Name of person),

Reason for writing the letter: I’m writing because …I would like to …

Key points about issue we are trying to address:

1.

2.

Did you know …?

Regardless of where you live,__________ is a human right.



Project summarized: We want to take action on this issue by __________.

Ways the reader can help make the project a success:

1.

2.

We are asking for your support. Could you __________?

Sign-off: Yours truly,

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Name: Date:


Day 1:■■ I can create new words by adding prefixes and suffixes and discuss their meanings. (L.4.4b)

Day 3:■■ I can use an academic vocabulary word in context. (L.4.6)

Student Materials

Day 1:✓■ Affix List✓■ Dictionary

Day 3:✓■ Unit 3, Week 2: Word Study and Vocabulary: Teacher-Guided Student Activity Card

Directions:


1. Read the definition of the affixes and the example.

■■ The prefix pre- means before (just as prefix is the part of the word thatcomes before the root!).

■■ The suffix -able or -ible means can be done.



2. Practice making words orally with a partner.■■ Timekeeper sets the timer for 7 minutes.■■ Take turns adding pre- or -able (-ible) to the words in the middle

column. Talk about possible definitions. You may make words you knowor words you have never heard before.

— Example: “I think presleep means the things you do before you sleep.A sentence would be: To presleep, I read my book.

— Sentence frame: “I think _______ means _______. A sentence would be: _______.”

pre-

sleep

-ible

-able

schoolwashagree

suggestreadpayfrog

laughdispose

uniteadult

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3. After 7 minutes, write and check your words.■■ Choose at least three pre- words and three -able words that you and

your partner discussed.■■ Write them on the table below and guess whether or not they are in

the dictionary.■■ As time permits, check the words in the dictionary. (Remember—if you

don’t find it, you just made up a new word!)

Word(pre- + word)

or(word + -able, -ible)

What it means

I think I will find this word in

the dictionary (yes or no)

presleep The things you do before you go to sleep

no




1. Read your Unit 3, Week 2: Word Study and Vocabulary: Teacher-GuidedStudent Activity Card to remember the word you studied on Day 2. Saythe word aloud three times.

2. Find a partner. Practice using that word in sentences. Say two sentencesaloud to your partner using the word.

3. Write two sentences using that word below.

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

4. Practice changing verbs into adjectives by adding -able or -ible on the end.Use words like excite, agree, believe, or suggest or your own verbs. Writeat least two words below. Use The Hope Chest to find verbs, as well as adictionary to help with definitions.

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

MORE CHALLENGE:

Create some more adjectives. Write them in the space below.

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

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Independent Reading


Name: Date:


Days 1–3: ■■ I can summarize my favorite research reading text. (RI.4.2, RI.4.10)

Day 4: ■■ I can use my classmates’ recommendations to find summer reading texts.

Student Materials

Day 1: ✓■ Free Choice Reading Text Summary Poster (optional)✓■ Independent reading journal✓■ Research reading text✓■ Research Reading Text Summary Poster

Days 2 and 3:✓■ Research Reading Text Summary Poster (begun on Day 1)✓■ Research reading text

Day 4:✓■ My Summer Reading Wish List note-catcher✓■ Research reading text (optional)✓■ Free choice reading text (optional)

Directions:


1. If you have not finished your Free Choice Reading Text Summary Poster,do so.

2. Pick your favorite research reading text. Use your independent readingjournal if needed.



3. Move to sit with a partner:■■ Preview the Research Reading Text Summary Poster. Take turns

reading each box.■■ In the personal reflection box, you will answer one of these questions:

— What did you like most about this text? — Why would you recommend this text to a friend?

4. Discuss the tasks in each box. Use these sentence frames to help you.

“The best part of my text was _____________, so I’ll draw ____________.”

“My text deserves ____________ stars because _____________.”

“My text was mostly about ______________.”

“I liked ______________ about my text. For example, _____________.”

“I would recommend this text because ______________.”

5. Begin filling in the Research Reading Text Summary Poster.

Days 2 and 3Follow the ALL Independent Group Work protocol to complete the task.

1. Move to sit with a partner.

2. Use the Paragraph Talk Through to discuss what you will write today for5 minutes.

Conversation prompt Sentence framesI will summarize my text in two or three sentences. I will write something like …

“The text is mostly about _______________.” “This text explains _______________.”“This text shows _______________.”“The main idea of this text is _______________. First, _______________. Next, _______________. Then, _______________. Last, _______________.”

Then I will answer one of the personal reflection questions. I will answer the question by writing something like this …

“I liked _______________ about my text the most because _______________. For example, _______________.”“I would recommend this text because _______________. For instance, _______________.”

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3. If you have not finished your Free Choice Reading Text Summary Poster,do so OR continue working on Research Reading Text Summary Poster.Post your posters once you are finished.

MORE CHALLENGE:

If you finish your Research Reading Text Summary Poster, choose a favorite passage from your text. Practice by whisper reading it. You can share it with a partner on Day 4.


1. Move to sit with a partner.

2. Preview the My Summer Reading Wish List note-catcher. Facilitator readsthe directions aloud and asks if there are any questions.

3. Participate in a Poster Session:

Silently walk around the room and look at your classmates’ posters.When you find a book that interests you, write it on the My SummerReading Wish List note-catcher.

MORE CHALLENGE:

Find a partner who has also finished the Poster Session and share your favorite passage from either your free choice reading text or your research reading text.



Independent Reading

Unit 3, Week 2, Day 1: Research Reading Text Summary Poster

My Favorite Research Reading TextName:Title of the text Author How many stars would

you give this text?

Draw a picture of one of the best parts of the text:

A brief summary of the text:

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

Personal reflection:

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

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Independent Reading

Unit 3, Week 2, Day 4: My Summer Reading Wish List Note-catcher

Directions: As you participate in the Independent Reading Poster Session, write down at least two books you’d like to read over the summer.

Title of text Author This book interests me because …






Day 2

■■ I can use a Vocabulary Tree to analyze the meaning of an academic vocabulary with thesuffix -able and -ible. (RF.4.3a, L.4.4b)

Day 4

■■ I can use a Vocabulary Tree to analyze the meaning of an academic vocabulary with theprefix pre-. (RF.4.3a, L.4.4b)

Teaching Notes■■ On Day 2, students focus on the academic vocabulary word sustainable with an emphasis

on the suffix -ible and -able. On Day 4, students focus on the academic vocabulary wordprecondition with an emphasis on the prefix pre-. Both days, students practice using theword and analyze it using a Vocabulary Tree to gain a deeper understanding of the meaningof the words and how to use them. The sentence both words are found in is taken from Youth Service America’s “Youth Guide to the Global Goals”, which can be accessed by creatinga free account at this site: https://ysa.csod.com. This sentence was chosen for choice ofvocabulary and the links to the content of the novel The Hope Chest.

■■ Differentiation: To provide heavier support, pre-fill in more information on the Vocabulary Trees. To provide more challenge, ask students to write more original sentences and listmore related words. For additional language support for ELLs, use the Mini Language Dive.

■■ In advance: Prepare independent student materials.

Materials

Day 2 and Day 4✓■Unit 3, Week 2: Word Study and Vocabulary: Teacher-Guided Student Activity Card (one per

student)✓■Chart paper (one piece; used by the teacher to write a definition)✓■Affix List (from Module 1)✓■Day 2 only: Unit 3, Week 2: Word Study and Vocabulary: Student Task Card (one to display)

Instruction for Day 2■■ Distribute the Unit 3, Week 2: Word Study and Vocabulary: Teacher-Guided Student

Activity Cards. Review learning targets.

■■ Focus students on the sentence, break the word into syllables, and discuss and chart themeaning of the word on chart paper.

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■■ Invite students to deconstruct into the root and the affixes using their Affix List. Note: Ifthe affix that students work with in this lesson is not on their Affix List, help students addthe affix and its meaning to their list. While students are engaged in this activity, respond toany concerns that may have arisen in groups working independently on other components.

■■ Debrief the students’ thinking in step 1 and invite student volunteers to share their thinking.

■■ If time permits, practice making adjectives by adding -able or -ible to a verb, such as wash.Ensure students understand that generally we add these suffixes to a verb and not to anoun, such as child or tree. If useful, students can write some examples in the space belowthe affix chart.

■■ Mini Language Dive: “Gender equality is a precondition for / making any serious shifttowards / a more peaceful, prosperous, and sustainable world.”

Note: This Mini Language Dive will span Days 1 and 3.

— Deconstruct: Discuss the sentence and each chunk. Language goals for focus structure:“What is this chunk about?” (the world)

“What does this chunk tell us?” (what the world would be like with gender equality)

■■ peaceful, prosperous, sustainable: “What would the world be like with gender equal-ity?” The world would be more peaceful, prosperous, and sustainable. Note that thesewords are similar because they all mean “good” but they have different kinds of“good,” or shades of meaning. peaceful means calm, without conflict or fighting; pros-perous means successful and full of resources; and sustainable means able to continue, to keep existing. (adjectives)

■■ Students can practice pantomiming and naming adjectives with different shades ofmeaning—for example, adjectives that mean “sad” and “really sad” and “a little sad”(e.g., unhappy, disappointed, devastated). Students can pantomime different levelsof sadness to go with each word.

— Practice: “_____ makes us a _____, _____, and _____ classroom.” (Working together makes us a fun, productive, and energetic classroom. The books we read make us a(n) informed, curious, and smarter classroom.)

— Reconstruct: Reread the sentence. Ask: “Now what do you think the sentence means?”

Note: End here for Day 2. On Day 4, reread the Mini Language Dive sentence and continue with instruction:

— Practice: “_____ moves us toward a more _____, _____, and _____ world/community/school.” (Supporting our local library moves us toward a more happier, well read, and united community.) Students can practice making sentences about their class project.

■■ Invite students to complete the Vocabulary Tree on their activity card, supporting them asneeded.

: Invite students to write the pronunciation. Students who speak a common home language may discuss the translation. Students can use a collocation to form their original sentence. If time permits, invite students to practice using the word aloud in a sentence several times before they write their own sentence.

: Post a simple sentence starter for students to use when writing their original sentence. If time permits, invite students to practice using the word aloud in a sentence several times before they write their own sentence.



: Invite students to write several sentences. If time permits, invite students to practice using the word aloud in a sentence several times before they write their own sentences.

■■ Prepare students for Day 3’s independent activity: Display the Unit 3, Week 2: Word Studyand Vocabulary: Student Task Card. (Note: Students will use Unit 3, Week 2: Word Studyand Vocabulary: Teacher-Guided Student Activity Cards on Day 3. Do not collect activitycards at this time.)

Instruction for Day 4■■ Distribute the Unit 3, Week 2: Word Study and Vocabulary: Teacher-Guided Student

Activity Cards. Review learning targets.

■■ Follow the same routine as Day 2:

— Focus students on the sentence, break the word into syllables, and discuss and chart the meaning of the word of chart paper.

— Invite students to work independently or with a partner, and use the chart to break down the word into the root and the affixes using their Affix List. Note: If the affix that students work with in this lesson is not on their Affix List, help students add the affix and its meaning to their list. While students are engaged in this activity, respond to any concerns that may have arisen in groups working independently on other components.

— Debrief the students’ thinking in step 1 and invite student volunteers to share their thinking.

■■ As time permits, practice making new words by adding pre- to existing words. Note: Theprefix can be used with a variety of parts of speech, but it is often used with a verb. If useful,students can write some examples in the space below the affix chart.

■■ : Return the Mini Language Dive from Day 2. See Instruction for Day 2.

■■ Guide students through completing the Vocabulary Tree. For suggested differentiation, seeInstruction for Day 2.

■■ Collect the Teacher-Guided Student Activity Cards to review student work and to determine common issues to use as whole group teaching points.

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Name: Date:


Day 2: ■■ I can use a Vocabulary Tree to analyze the meaning of an academic vocabulary with the

suffix -able and -ible. (RF.4.3a, L.4.4b)

Day 4:■■ I can use a Vocabulary Tree to analyze the meaning of an academic vocabulary word with the

prefix pre-. (RF.4.3a, L.4.4b)

Student Materials

Days 2 and 4:✓■ Affix List✓■ Dictionary

Directions:


“Gender equality is a precondition for making any serious shift towards a more peaceful, prosperous, and sustainable world.”

Source: “Youth Guide to the Global Goals”

The word is “sustainable.”

1. Deconstruct the word sustainable into the root and any affixes. Thenpractice saying the word aloud to a partner. Discuss how the roots andaffixes help you understand the meaning of the word.

Prefix Root Suffix Definition of Affixsustain—to make something keep going or continue to exist



2. Complete the Vocabulary Tree for the word sustainable:

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The word is “precondition.”

1. Deconstruct the word precondition into the root and any affixes. Thenpractice saying the word aloud to a partner. Discuss how the roots andaffixes help you understand the meaning of the word.

Prefix Root Suffix Definition of Affixcondition— something that must happen before another thing can happen



2. Complete the Vocabulary Tree for the word precondition:

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Name: Date:


Day 2:■■ I can use a Vocabulary Tree to analyze the meaning of an academic vocabulary with the




Student Materials


Directions:






Prefix Root Suffix Definition of Affixsustain—

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Prefix Root Suffix Definition of Affixcondition—

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Name: Date:






Student Materials


Directions:







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Prefix Root Suffix Definition of Affixcondition—something that must happen before another thing can happen

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Unit 3, Week 2: Teacher-Guided Student Activity Card ( )(Answers, for Teacher Reference)


Day 2:■■ I can use a Vocabulary Tree to analyze the meaning of an academic vocabulary with the




Student Materials


Directions:

Day 21. Use your Affix List. Break down the word into the root and any affixes:


able— able—to make happen



2. Complete the Vocabulary Tree for the word sustainable:Responses will vary, but may include:

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1. Use your Affix List. Deconstruct the word into the root and any affixes:

Prefix Root Suffix Definition of Affixpre condition—

something that has to happen before another can happen

pre —before

2. Complete the Vocabulary Tree for the word precondition:Responses will vary, but may include:




Unit 3, Week 2: Teacher-Guided Student Activity Card ( ) (Answers, for Teacher Reference)






Student Materials


Directions:

Day 21. Use your Affix List. Break down the word into the root and any affixes:

Prefix Root Suffix Definition of Affix

sustain—to make something keep going or continue to exist

able— able—to make happen

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2. Complete the Vocabulary Tree for the word sustainable:Responses will vary, but may include:



Day 41. Use your Affix List. Deconstruct the word into the root and any affixes:

Prefix Root Suffix Definition of Affixpre condition—something

that has to happen before another can happen

pre—before

2. Complete the Vocabulary Tree for the word precondition:Responses will vary, but may include:

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Writing Practice


Name: Date:


Day 2 and Day 4:■■ I can write a letter to explain our class project, its purpose, and to ask for help. (W.4.2, W.4.4,

W.4.5)

Student Materials

Day 2:✓■ Invitation to Help Letter graphic organizer✓■ Lined paper

Day 4:✓■ Invitation to Help Letter✓■ Lined paper (optional)

Directions:


Writing Prompt:

A successful class project will require the help of many people. Write a letter to an adult whose help we will need to complete our class project. Be sure to briefly explain the issue we are trying to address, summarize what we will do in the project, and ask for their help in a specific and polite way.



1. Discuss what you will write about with a partner. Point to your Invitationto Help Letter graphic organizer as you discuss.

Conversation prompt: Sentence framesFirst, I will make sure I format the letter correctly. I start will start by writing …

“Dear ______________________,”

Then I will introduce the reason I’m writing the letter. I will write something like …

“In our class, we have been studying _________________.”“I’m writing to ask ________________.”

Then I will explain the issue. I will write something like …

“_________________ is a real problem.” “Did you know _________________?” “For example, _________________.”“Regardless of where you live, _________________ is a human right.”“Our class plans to take action by _________________.”“YOU can help make things better—_________________.”“We need your help. Could you please _________________ and _________________?”“We are asking for your support. Please help us by _________________.”

Then I will summarize the project and ask for their help. I will write something like …

Finally, I will close my letter by writing something like …

“Yours truly, With warm regards,”“Your nephew/niece (or grandson/granddaughter)”“Thank you in advance,”

2. Write your letter on the lined piece of paper. Don’t forget to put youraddress and date at the top.

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1. Finish writing your Invitation to Help Letter.

2. Double-check the address at the top of the page.

MORE CHALLENGE:

What if you were writing this letter someone your age? Think about how your letter might change if you were writing it to a friend. Describe how you would write it differently below:

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Write another letter to someone who is your age and who can help make the project successful. Use another piece of lined paper.

additional langua ge and lite racy block...task card to continue creating a free choice reading text...

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